National Competency Based

Teacher Standards
Milagros Lim - Borabo, PhD
TEACHER EDUCATION
DEVELOPMENT PLAN
(TEDP)
DEPARTMENT OF EDUCATION
BASIC EDUCATION SECTOR
REFORM AGENDA (BESRA)
Teacher Development Map
Entry to
Teacher
Education
DepEd / CSC/ HEIs
CHED/TEIs/Schools
PRC
DepEd/CHED/TEIs
Teacher
Induction
DepEd
CHED/TEIs
Retirement
National
Competency
Based Teacher
Standards
In-Service Training
And Continuing
Professional
Development/
Pre-Service
Training
Teacher
Licensure
Teacher Human Resource Planning,
Recruitment, Selection, Deployment, and
Recognition System
TEDP
DepEds articulation of a new paradigm
for quality teaching
A common framework for
understanding teaching quality
Policy initiatives to reform the teaching
system and to improve teaching quality
DOMAIN 1: SOCIAL REGARD FOR
LEARNING
DOMAIN 7: PERSONAL &
PROFESSIONAL GROWTH
DOMAIN 2: THE LEARNING
ENVIRONMENT
DOMAIN 3: THE DIVERSITY OF
LEARNERS
DOMAIN 4: CURRICULUM
DOMAIN 5: PLANNING, ASSESSING &
REPORTING
DOMAIN 6: COMMUNITY LINKAGES
The Old and New Paradigms
The Old Paradigm
Teacher knowledge is
technical knowledge
applicable to all
learners and contexts.
The NCBTS Paradigm
Teacher knowledge is
essentially complex
and problematic;
applicability varies
across learners and
contexts.
The Old and New Paradigms
The Old Paradigm
Teaching involves
consistent
application of
technical knowledge.
The NCBTS Paradigm
Teaching involves
reflective and
flexible application
of technical
knowledge in ways
that best bring
about student
learning.
The Old and New Paradigms
The Old Paradigm
Effective application
of teacher
knowledge
dependent on
prerequisite inputs
in teaching
environment.
The NCBTS Paradigm
Effective teaching is
determined within
the limits and
opportunities found
in the learning
environment.
The Old and New Paradigms
The Old Paradigm
The teacher is a
subordinate of the
formal educational
bureaucracy who is
monitored for
compliance with
directives from
higher authorities.
The NCBTS Paradigm
The teacher is a
professional who is
empowered to make
important decisions
in the educational
process and is
accountable for their
students attainment
of learning goals.
The Old and New Paradigms
The Old Paradigm
Teacher
development is
informational; it
involves providing
new and updated
technical knowledge
for teachers.
The NCBTS Paradigm
Teacher development is
transformational,
experiential & contextual;
it involves engaging
teachers to critically
reflect on old and new
technical knowledge as
these facilitate student
learning in actual
contexts.
The Old and New Paradigms
The Old Paradigm
Teachers are
passive recipients of
new technical
knowledge in the
teacher
development
process.
The NCBTS Paradigm
Teachers are active
and reflective
processors and
constructors of
teacher knowledge,
who are responsible
for their own
development as
teachers.
Proposed Reforms
The articulation of a singular competency-
based framework for teaching and teacher
development that would guide all policies,
reforms, and activities related to teaching
and teacher development, and which shall
be called the National Competency Based
Teacher Standards (NCBTS).
NCBTS
NCBTS is not new, it draws from many
existing positive expressions of good
teaching found in Philippine experiences.
Good teaching is defined in terms of
actual competencies associated with
features of teaching in high-learning
classroom activities.
The qualities of good teaching are unified
under a the teaching paradigm.
NCBTS
The NCBTS is the proposed common
framework for all teaching and teacher
development programs in the Philippine
formal education sector.
The NCBTS defines seven domains within
which teachers can develop professionally.
Under each domain, specific strands and
indicators are defined.
NCBTS
The domains can be classified into 2 broad
categories, the first category can further be
divided into two sub-categories:
Domains that relate to the teacher as
facilitator of learning (Domains 2 to 6)
Domains on the knowledge and skills for
facilitating learning (Domains 3-5)
Domains on linking the knowledge and skills to
context (Domains 2 & 6)
Domains that relate to the teacher as a
learner (Domains 1 & 7)
Domains
Definitions and Key Questions
Domain 1:
Social Regard for Learning
Key Question for the Teacher:
Can my students appreciate and
model the value of learning
through my interactions with
them?
Domain 1:
Social Regard for Learning
Explanation:
The domain of Social Regard for Learning
focuses on the ideal that teachers serve as
positive & powerful role models of the values
of the pursuit of learning & of the effort to
learn, & that the teachers actions, statements,
& different types of social interactions with
students exemplify this ideal.
Domain 2:
Learning Environment
Key Question for the Teacher:
Do I create a physical and social
environment in class that allows
my students to attain maximum
learning?
Domain 2:
Learning Environment
Explanation:
The domain of Learning Environment focuses
on importance of providing for a social and
physical environment within which all
students, regardless of their individual
differences in learning, can engage the
different learning activities and work towards
attaining high standards of learning.
Domain 3:
Diversity of Learners
Key Question for the Teacher:
Can I help my students learn
whatever their capabilities,
learning styles, cultural heritage,
socio-economic backgrounds, and
other differences are?
Domain 3:
Diversity of Learners
Explanation:
The domain of Diversity of Learners
emphasizes the ideal that teachers can
facilitate the learning process in diverse
types of learners, by first recognizing and
respecting individual differences, then using
knowledge about students differences to
design diverse sets of learning activities to
ensure that all students can attain
appropriate learning goals.
Domain 4: Curriculum
Key Question for the Teacher:
Can my students understand and
attain the goals of the curriculum
through the various learning
resources and activities I
prepared?
Domain 4: Curriculum
Explanation:
The domain of Curriculum refers to all
elements of the teaching-learning process
that work in convergence to help students
attain high standards of learning and
understanding of the curricular goals and
objectives. These elements include the
teachers knowledge of subject matter,
teaching-learning approaches and activities,
instructional materials and learning resources.
Domain 5: Planning, Assessing
& Reporting
Key Question for the Teacher:
Do I assess my students learning
and knowledge using appropriate
educational assessment procedures,
and do I use the information from
these assessment procedures in
planning my teaching-learning
activities for the students?
Domain 5: Planning, Assessing
and Reporting
Explanation:
The domain of Planning, Assessing & Reporting
refers to the aligned use of assessment and
planning activities to ensure that the teaching-
learning activities are maximally appropriate to
the students current knowledge and learning
levels. In particular, the domain focuses on the
use of assessment data to plan & revise teaching-
learning plans, as well as the integration of
formative assessment procedures in the plan and
implementation of teaching-learning activities.
Domain 6:
Community Linkages
Key Question for the Teacher:
Are the goals and characteristics
of the teaching-learning activities I
implement relevant to the
experiences, values and
aspirations in my students
communities?
Domain 6: Community Linkages
Explanation:
The domain of Community Linkages focuses
on the ideal that school activities are
meaningfully linked to the experiences and
aspirations of the students in their homes and
communities. Thus the domain focuses on
teachers efforts directed at strengthening the
links between school and community
activities, particularly as these links help in the
attainment of the curricular objectives.
Domain 7: Personal Growth
and Professional Development
Key Question for the Teacher:
Do my actions and statements
indicate a high regard for the
teaching profession and for my
continuous development as a
professional teacher?
Domain 7: Personal Growth
and Professional Development
Explanation:
The domain of Personal Growth and
Professional Development emphasizes the
ideal that teachers value having a high
personal regard, concern for professional
development, and continuous
improvement as teachers.
NCBTS Domain
1. Social Regard for Learning
Strand 1.1 Teachers Actions
demonstrative value for learning
Indicator 1.1.1 Implements school
policies and procedures
Know school policies and procedures
Understand school operations
Inform students, parents and other
concerned persons regarding school
policies and procedures
Abide by school policies and procedures
Indicator 1.1.2 Demonstrates
Punctuality
Possess awareness on the implementation
of time on task in all responsibilities
Demonstrate punctuality in accomplishing
expected tasks and functions
Model the value of punctuality or being on
time
Indicator 1.1.3 Maintains appropriate
appearance
Know appropriate appearance and
decorum of teachers
Maintain appropriate appearance and
decorum on all occasions
Value appropriate appearance and
decorum expected of teachers
Indicator 1.1.4 is careful about the effect of
ones behavior on students
Know the concepts and principles of social
learning
Show appropriate behavior as example to my
students
Apply knowledge on social learning in dealing with
students
Consider the influence my behavior has on
students
Strand 1.2 Teacher demonstrates
that learning is of different kinds and
comes from different sources
Indicator 1.2.1 Makes use of various
learning experiences and resources
Know a range of sources through which
social learning may be experienced
Use information from a variety of sources
for learning
Appreciate that students learn from
different social experiences
NCBTS Domain
2. Learning Environment
Strand 2.1 Teacher creates an
environment that promotes fairness
Indicator 2.1.1 Maintains a learning
environment of courtesy and respect for
different learners
Understand the dynamics of teaching learners
from diverse backgrounds
Maintain a learning environment that promotes
courtesy and respect for all learners regardless of
their culture, family background and gender
Show courtesy and respect to everyone at all
times
Indicator 2.1.2 Provides gender-fair
opportunities for learning
Understand the objectives, principles and
strategies for Gender and Development
Provide gender-fair learning opportunities
Uphold gender sensitivity in my daily
dealings with my learners
Indicator 2.1.3 Recognizes that every learner
has strengths
Understand the physical, psychological and social
foundations of learners growth and development
Know about potentialities and uniqueness of
individual learners
Provide learning activities that allow all learners to
reach their full potential
Recognizes learners individual potentials and
strengths
Strand 2.2 teacher makes the
classroom environment safe and
conductive to learning
Indicator 2.2.1 Maintains a safe and
orderly classroom free from distractions
Know the principles of classroom
management, room structuring, and safety
measures
Maintain a safe, clean and orderly
classroom free from distractions
Show concern for classrooms which is safe
and conducive for learning
Indicator 2.2.2 Arranges challenging activities
in a given physical environment
Know various challenging activities that can be
adapted in any given physical environment
Conduct challenging learning activities despite
difficult physical environment
Show enthusiasm to conduct varied learning
activities at any given situation
Indicator 2.2.3 Uses individual and
cooperative learning activities to improve
capacities of learners for higher learning
Understand the importance and the process of
both individual and cooperative learning
Know varied strategies for individual and
cooperative learning
Balance the use of individual and cooperative
learning activities
See the value in facilitating for individual and
cooperative learning activities
Strand 2.3 Teacher communicates
higher learning expectations to each
learner
Indicator 2.3.1 Encourages learners to ask
questions
Know the art of questioning and different
techniques of asking and responding to higher
order questions
Provide opportunities for learners to ask and
answer questions
Ask questions that stimulate critical, creative and
higher level thinking among learners
Show an accepting / challenging response /
gesture in dealing with questions of learners
Indicator 2.3.2 Provides learners with a
variety of learning experiences
Know various strategies that raise
students level of learning
Engage learners with variety of
experiences that enhance learning
Willingly select and facilitate challenging
learning activites
Indicator 2.3.3 Provides varied enrichment
activities to nurture the desire for further
learning
Understand how enrichment activities enhance the
learners desire to learn
Know ways of motivating the learners to learn
further and more effectively facilitate varied
enrichment activities that are interesting to
improve further learning
Show interest and diligence in making enrichment
materials
Indicator 2.3.4 Communicates and
maintains high standards of learning
performance
Know ways of achieving high standards of
learning for total human development
Help learners maintain high standards of
learning
Inspire learners to values and set high
performance target for themselves
Strand 2.4 Teacher establishes and
maintains consistent standards of
learners behavior
Indicator 2.4.1 Handles behavior problems quickly
and with due respect to childrens rights
Understands the rights and responsibilities of the child as
embodied in different laws such as RA 7610 Child Labor
Program, and PD 603 Philippine Child and Youth Welfare
Code 1974
Know behavior management techniques for learners with
behavioral problems
Identify learners with behavioral problems
Use appropriate procedures and actions consistently when
dealing with learners with behavioral problems
Show comparison and caring attitude towards learners in
managing behavior problems
Indicator 2.4.2 Gives timely feedback to
reinforce appropriate learners behavior
Know the concept, importance, and
techniques of social reinforcement
Provide timely and appropriate
reinforcement on learners behavior
Respond that positive reinforcement leads
to improved learner behavior
Indicator 2.4.3 guides individual learners to
the development of appropriate moral, social
and learning behavior
Understand the learners moral and social
development stages
Know different strategies that enhance learners
moral and social development
Use varied teaching-learning strategies that
encourage development in social interaction
Show patience in managing different social and
learning activities
Indicator 2.4.4 Communicates and enforces
school policies and procedures for
appropriate learner behavior
Know DepED/School policies and procedures on
student discipline
Explain to students policies on discipline and
procedures related to students behavior
Adhere to enforce school policies and procedures
on student discipline
Strand 2.5 Teacher creates a healthy
psychological climate for learning
Indicator 2.5.1 Encourages free
expression of ideas from students
Know the concepts and principles of
democratic expression of ideas
Provide activities that will encourage
respect and free expression of ideas
Encourage learners to express their ideas
freely and responsibly
Indicator 2.5.2 Creates a stress-free
environment
Know the elements and importance of establishing
a stress-free learning environment
Manage conflicts and other stressful situations
Initiate and participate in programs and activities
that promote stress-free environment
Get involve in advocacy activities that contribute
to a stress-free learning environment
Indicator 2.5.3 Takes measures to minimize
anxiety and fear or the teacher and/or the
subject
Know about child-friendly teaching strategies that
minimize anxiety and fear among learners
Encourage learners to develop a positive attitude
towards their subject and teacher
Make my students feel they are accepted and
cared for
NCBTS Domain
3. Diversity of Learners
Strand 3.1 Teacher determines,
understands, and accepts the learners
diverse knowledge and experience
Indicator 3.1.1 Obtains information on the
learning styles, multiple intelligences and
needs of learners
Understand the theories and concepts of multiple
intelligences and learning styles
Identify learning styles and multiple intelligences
of learners
Show interest and diligence in obtaining
information on differentiated learning strengths
and needs
Indicator 3.2.1 Designs or selects learning
experiences suited to different kind of
learners
Know techniques and strategies in
designing/selecting activities for varied types of
learners
Utilize varied designs of activities for the different
types of learners
Show respect and concern for individuals
differences in the designated selection of learning
experiences
Indicator 3.1.3 Establishes goals that define
appropriate expectations for all learners
Understand the requirements in setting goals for
different kinds of learning
Use varied activities to meet expected learning
goals of learners
Assist learners in setting learning goals
appropriate for themselves
Appreciate the need to consider individual
differences in experiences and capabilities of
learners in setting learning goals
Indicator 3.1.4 Paces lessons appropriate to
needs and difficulties of learners
Know teaching principles and strategies that
address learners needs and difficulties
Move from one part of the lesson to the next
according to learners needs and difficulties
Show flexibilities in moving from one part of the
lesson to the next in order support the needs of
the learners
Indicator 3.1.5 Initiates other learning
approaches for learners whose needs have
not been met by usual approaches
Have the knowledge about teaching principles and
strategies for students-at-risk
Keep track of students-at-risk in my class
Provide appropriate intervention activities for
learners-at-risk in my class
Appreciate and value the need to help students-
at-risk
Indicator 3.1.6 Recognizes multi-cultural
background of learners when providing
learning opportunities
Know the cultural background of my students and
its implications to teaching-learning
Provide appropriate learning activities for students
coming from different cultural background
Show interest and appreciation for cultural
diversities of learners
Indicator 3.1.7 Adopts strategies to
address needs of differently-abled
students
Know the educational psychology of
learners with special strengths and need
Use appropriate teaching-learning
strategies for learners with special needs
Show sensitivity and compassion to
learners with special strengths and needs
Indicator 3.1.8 Makes appropriate
adjustments for learners of different socio-
economic backgrounds
Understands the effects of socio-economic status
of learners on their learning performance
Consider the different socio-economic background
of learners in adjustment of my teaching
Use techniques to motivate learners of the lower
socio-economic status
Show fairness and consideration to all learners
regardless of their socio-economic status
NCBTS Domain
4. Curriculum
Strand 4.1 Teacher demonstrates
mastery of the subject
Indicator 4.1.1 Delivers accurate and updated
content knowledge using appropriate
methodologies, approaches and strategies
Have updated knowledge in content and teaching
strategies in my subject area
Apply the updated content and appropriate
strategies in my teaching
Commit to use accurate and updated content
knowledge in my teaching
Indicator 4.1.2 Integrates language, literacy
and quantitative skill development and values
in the subject area
Have knowledge about multi-disciplinary
integrative modes and techniques of teaching
Use multi-disciplinary integrative modes and
techniques of teaching my subject area
Support the integration of language, literacy, skill
development and values in the school and
community activities
Indicator 4.1.3 Explains learning goals,
instructional procedures and content clearly
and accurately to students
Possess in-depth understanding of the subject
areas learning goals, instructional procedures and
content based on the current curriculum
Explain clearly and accurately the learning goals,
concept and process to my learners
Give sufficient time to explain the lessons for clear
understanding of my learners
Indicator 4.1.4 Links the current
content with past and future lessons
Understand interrelationship of
topics/contents within the subject area I
teach
Link the present subject matter content
with past and future lessons
Value the need to relate prior knowledge of
learners with the present and future
lessons
Indicator 4.1.5 Align with lesson objectives
the teaching methods, learning activities, and
instructional materials or resource
appropriate to learners
Have the knowledge in designing lessons with
congruent objectives, teaching methods, learning
activities and materials
Teach lessons that have congruent objectives,
procedure, materials, and evaluation
Appreciate the value of aligning objectives with all
the parts of a lesson
Indicator 4.1.6 Creates situations that
encourage learners to use high order thinking
skills
Understand the concept of critical, higher order
thinking and the facets of understanding
Engage learners in activities that develop higher
order thinking skills
Patiently motivate and encourage learners to
develop higher order thinking skills
Indicator 4.1.7 Engages and sustains
learners interest in the subject making
content meaningful and relevant to them
Know strategies and materials to teach content
meaningfully and promote authentic learning
Apply various appropriate strategies or technology
to motivate and sustain learning
Believe in relating classroom learning to real world
experiences
Indicator 4.1.8 Integrates relevant
scholarly works and ideas to enrich the
lesson as needed
Update myself with relevant scholarly
works and ideas
Integrate scholarly works and ideas to
enrich the lesson for the learners
Show enthusiasm and openness to teach
new learning
Indicator 4.1.9 Integrates content of
subject area with other disciplines
Know about other disciplines related to the
subject I am teaching
Integrate contents of my subject area with
other disciplines
Appreciate integrative interdisciplinary
mode of teaching
Strand 4.2 Teacher communicates
clear learning goals for the lessons
that are appropriate for learners
Indicator 4.2.1 Sets appropriate
learning goals
Know the learning goals/objectives vis-a-
vis specific subject content of the level I
am teaching
Set do-able and appropriate daily learning
goals/objectives for the learners
Reflectively choose appropriate learning
goals/objectives
Indicator 4.2.2 Understand the learning
goals
Understand the connection of the short-
term goals/objectives to the long-term
goals of learning
Practice connecting short-term goals to
long-term goals for learning
Value the importance of learning goals set
in the curriculum
Strand 4.3 Teacher makes good
use of allotted instructional time
Indicator 4.3.1 Establishes routines and
procedures to maximize instructional
time
Understand the principles and procedure of
maximizing instructional time
Apply techniques of time on task in
planning and delivering lessons
Observe strict observance in the use of my
time in teaching
Indicator 4.3.2 Plans lessons to fit
within available instructional time
Know the principles and techniques of
lesson planning taking into consideration
the allotted instructional time
Design parts of the lesson within the
allotted instructional time
Show efficiency in the use of time to
effectively attain learning goals/objectives
Strand 4.4 Teacher select teaching methods,
learning activities and the instructional materials or
resources appropriate to the learners and aligned to
objectives of the lesson
Indicator 4.4.1 Translates learning
competencies to instructional objectives
Know the learning competencies in the students
learning areas in order to formulate appropriate
instruction objectives
Translate learning competencies into instructional
objectives
Show a reflective attitude in translating learning
competencies to instructional objectives
Indicator 4.4.2 Selects, prepares, and utilizes
technology and other instructional materials
appropriate to the learners and the learning
objectives
Know various technology and instructional materials
appropriate to my learning area
Select and utilize updated and appropriate
technology/instructional materials
Use appropriate technology resources to achieve curriculum
standards and objectives
Prepare adequate and appropriate instructional materials to
support the learning objectives of the learners
Manifest resourcefulness in preparing instructional materials
Indicator 4.4.3 Provides activities and uses
materials which fit the learners learning
styles, goals and culture
Know the principles of instructional material
preparation for different types of learners
Use relevant activities and materials suited to the
learning styles, goals and culture of the learners
Values the need to provide activities and use
materials appropriate to the learners
Indicator 4.4.4 Uses a variety of teaching
approaches and techniques appropriate to
the subject matter and the learners
Understand the theories, approaches and
strategies in teaching the subject area
Use variety of teaching strategies and techniques
appropriate to the learners and subject matter
Show enthusiasm in using varied innovative and
appropriate teaching techniques
Indicator 4.4.5 Utilizes information
derived from assessment to improve
teaching and learning
Understand the proper use of assessment
results to improve teaching and learning
Use assessment results in setting learning
objectives for specific learning activities
Appreciate the value of assessment in
improving teaching and learning
Indicator 4.4.6 Provides activities and uses
materials which involve student in meaningful
learning
Know various educational theories and their
implication to meaningful learning
Apply relevant teaching approaches that involve
the students to achieve meaningful learning
Use improvised, local indigenous materials for
meaningful learning
Appreciate teaching approaches and use materials
which would result to meaningful learning
Strand 4.5 Teacher recognizes general
learning processes as well as unique
processes of individual learners
Indicator 4.5.1 Designs and utilizes teaching
methods that take into account the learning
process
Know different teaching methods, approaches and
strategies suitable to various learners
Have knowledge about general and specific
learning processes
Apply teaching-learning methodologies that
respond to general and specific learning processes
Recognize the need to design teaching methods
that match with the learning process
Strand 4.7 Teacher demonstrates skills in the
use of Information and Communication
Technology in teaching and learning
Indicator 4.7.1 Utilizes Information and
Communication Technology to enhance
teaching and learning
Know the nature and operations of ICT systems as
they apply to teaching and learning
Understand how ICT-based instructional
materials/learning resources support teaching and
learning
Understand the process in planning and managing
ICT-assisted instruction
Design, develop new or modify existing digital
and/or non-digital learning resources
Use of ICT resources for planning and designing
teaching-learning activities
Use of ICT tools to process assessment and
evaluation data and report results
Demonstrate proficiency in the use of computers
to support teaching and learning
Use of ICT tools and resources to improve
efficiency and professional practice
Value and practice social responsibility, ethical,
and legal use of ICT tools and resources
Show positive attitude towards the use of ICT in
keeping records of learners
NCBTS Domain
5. Planning, Assessing, and
Reporting
Strand 5.1Teacher develops and
utilizes creative and appropriate
instructional plan
Indicator 5.1.1 Show proofs of instructional
planning
Know the elements and process of developing and
instructional plan
Arrange sequentially the learning units with
reasonable time allotment
Identify appropriate learning objectives,
strategies, and accompanying materials in the
plan
Identify appropriate and varied assessment
procedures
Show enthusiasm in sourcing materials as guides
for instructional planning
Indicator 5.1.2 Implements instructional
plan
Know the factors for successful
implementation of the instructional plan
Adjust the instructional plan to ensure
attainment of objectives
Appreciate the value of instructional
planning
Indicator 5.1.3 Demonstrates ability to
cope with varied teaching milieu
Know the different teaching-learning
situations that could affect the
implementation of the instructional plans
Cope with varied situations and conditions
in teaching
Manifest openness to make necessary
adjustments to improve the instructional
plan appropriate for the teaching condition
Strand 5.2 Teaching develops and uses a
variety of appropriate assessment strategies to
monitor and evaluate learning
Indicator 5.2.1 Prepares formative and
summative test in line with the curriculum
Know the principles and purposes of instructional
assessment including formative and summative
testing
Construct valid and reliable formative and
summative tests
Appreciate the value of testing as a tool to
improve instruction and learning performance
Indicator 5.2.2 Employs non-traditional
assessment techniques
Know the concepts, principles and
strategies of non-traditional assessment
Use appropriate non-traditional assessment
techniques
Value the use of non-traditional
assessment
Indicator 5.2.3 Interprets and uses
assessment results to improve teaching
and learning
Know concepts, principles on interpretation
and utilization of assessment results
Interpret and use test results to improve
teaching and learning
Manifest fairness in the interpretation of
test results
Indicator 5.2.4 Identifies teaching learning
difficulties and possible causes and takes
appropriate action to address them
Know the concept and principle of diagnostic
testing
Know the types of remedial activities for slow
learners
Identify teaching-learning difficulties and possible
causes
Manage remediation activities
Manifest willingness and patience in conducting
remediation activities
Indicator 5.2.5 Uses tools for assessing
authentic learning
Know the concepts and principles in the
use of the tools for assessment of
authentic learning
Utilize appropriate tools for assessing
authentic learning
Enthusiastically develop and use tools for
assessing authentic learning
Strand 5.3 Teacher regularly monitors
and provides feedback on learners
understanding of content
Indicator 5.3.1 Provides timely and accurate
feedback to learners to encourage them to
reflect on and monitor their own learning
growth
Know the principles of giving and receiving
feedback on learners progress
Use strategies for giving feedback/reporting
progress of individual learner
Motivate learners to reflect and monitor their
learning growth
Consistently provide timely and accurate feedback
Indicator 5.3.2 Keeps accurate records
of grades/performance levels of
learners
Know the current guidelines about grading
system
Maintain accurate and updated learners
records
Strand 5.4 Teacher communicates
promptly and clearly to learners, parents,
and superiors the learners progress
Indicator 5.4.1 Conducts regular meetings
with learners and parents to report learners
progress
Know the importance of communicating learners
progress to students, parents, and other
stakeholders
Hold regular meetings to report learners progress
to students and parents
Manifest accountability and responsibility in
communicating the learners progress to intended
stakeholders
Indicator 5.4.2 Involves parents to participate
in school activities that promote learning
Understand the role and responsibilities of parents
in supporting school programs to enhance
childrens learning process
Involve parents to participate in school activities
that promote their childrens learning process
Establish rapport and a cooperative working
relationship with parents to support learning
NCBTS Domain
6. Community Linkages
Strand 6.1 Teacher establishes learning
an environment that responds to the
aspirations of the community
Indicator 6.1.1 Involves community in
sharing accountability for learners
achievement
Know the programs, projects, and thrusts
of DepEd on school-community partnership
Involve the community in the programs,
projects and thrusts of the school
Promote shared accountability for the
learners achievement
Indicator 6.1.2 Uses community
resources to support learning
Know the various community resources
available to enhance learning
Use available community resources to
support learning
Recognize community resources to support
learning
Indicator 6.1.3 Uses community as a
laboratory for learning
Know the community resources and
strategies for experiential learning
Make use of the community as a laboratory
for learning
Appreciate the whole community as a
learning environment
Indicator 6.1.4 Participates in
community activities that promote
learning
Know my social responsibilities in the
community
Get involve in community work
Show enthusiasm in joining community
activities
Indicator 6.1.5 Uses community networks to
publicize school events and achievements
Know the community networks and disseminate
information
Use community network to communicate the
school events and achievements
Take interest to share information on school
events and achievements to the community
Indicator 6.1.6 Encourages students to
apply classroom learning to the
community
Know the social realities in the community
to make learning relevant
Provide activities that ensure application of
learning to home and communities
Show concern about needs of communities
by encouraging application of learning
NCBTS Domain
7. Personal Growth and
Proffesional
Strand 7.1 Teacher takes pride in the
nobility of teaching as a profession
Indicator 7.1.1 Maintains stature and
behavior that upholds the dignity of teaching
Know the set of ethical and moral principles,
standards and values embodied in the Code of
Ethics for Professional Teachers
Abide by the practice the Code of Ethics for
Professional Teachers
Manifest the values that uphold the dignity of
teaching
Indicator 7.1.2 Allocates time for personal
and professional development through
participation in educational seminars and
workshops, reading educational materials
regularly and engaging in educational
research
Know the requirements/expectations for personal
and professional development of teachers
Prepare and implement my Individual Personal
and Professional Development Plan (IPDP)
Manifest enthusiasm in undertaking educational
research
Indicator 7.1.3 Manifests personal qualities
like enthusiasm, flexibility, and a caring
attitude
Know the value of personal qualities such as
enthusiasm, flexibility and a caring attitude and
the strategies to enhance them
Engage in self-assessment to develop my personal
qualities
Exhibit personal qualities such as enthusiasm,
flexibility and a caring attitude among others
Indicator 7.1.4 Articulates and
demonstrates ones personal philosophy
of teaching
Understand the value of having a personal
philosophy of teaching
Translate my philosophy of teaching into
action
Share my personal philosophy of teaching
with my peers
Strand 7.2 Teacher builds
professional links with colleagues to
enrich teaching practice
Indicator 7.2.1 Keeps abreast with
recent developments in education
Update myself with recent developments in
education
Apply updated knowledge to enrich my
teaching practice
Manifest openness to recent developments
in education
Indicator 7.2.2 Links with other institutions
and organizations for sharing best practices
Know the institutions and organizations with a
goal to improve teaching practice
Link with other institutions and organizations that
are helpful to the teaching profession
Get involved in professional organizations and
other agencies that improve teaching practice
Strand 7.3 Teacher reflects on the
extent of the attainment of
professional development goals
Indicator 7.3.1 Reflects on the quality
of his/her own teaching
Know the techniques and benefits derived
from theory-guided introspection
Make a self assessment of my teaching
competencies
Desire to improve the quality of my
teaching
Indicator 7.3.2 Improves teaching
performance based on feedback from the
mentor, students peers, superiors and others
Know the purposes and approaches in establishing
an effective feedback system
Actively seek feedback from a range of people to
improve my teaching performance
Manifest positive attitude towards constructive
comments, suggestions, and recommendations
Indicator 7.3.3 Accepts personal
accountability to learners achievement and
performance
Know my accountability and responsibilities
toward students learning performance
Examine myself vis--vis my accountability for the
learners and to the teaching profession
Accept my personal accountability to the learners
Indicator 7.3.4 Uses self-evaluation to
recognize and enhance ones strength
and corrects ones weaknesses
Know the concept and strategies for self-
evaluation
Identify my strengths and weaknesses as a
person and as a teacher
Manifest determination to become a better
person and teacher